2081: Will We be Many or One – or None?

1981 ◽  
Vol 9 (4) ◽  
pp. 287-290 ◽  
Author(s):  
Cyril M. Franks
Keyword(s):  
Relevant Research ◽  
Magic Wand

This is a series of short invited contributions from therapists and research workers who have volunteered to answer the following question: “If your fairy godmother were to wave her magic wand and give you an immediate answer to a question or questions, without having to do the relevant research, what would you most like to know?”

Why do Conditioned Responses Show Incrementation, while Unconditioned Responses Show Habituation?

1982 ◽  
Vol 10 (3) ◽  
pp. 217-220 ◽  
Author(s):  
H. J. Eysenck
Keyword(s):  
Relevant Research ◽  
Magic Wand ◽  
Conditioned Responses

This is a series of short invited contributions from therapists and research workers who have volunteered to answer the following question: “If your fairy godmother were to wave her magic wand and give you an immediate answer to a question or questions, without having to do the relevant research, what would you most like to know?”

The roles of government in policy relevant research

2014 ◽  
Author(s):  
Valerie Maholmes ◽  
Catherine Nolan ◽  
Gillian Huebner-Utterwulghe ◽  
Frances AsheGoins ◽  
Sarah Oberlander ◽  
...  
Keyword(s):  
Relevant Research

On everyday academic research

2017 ◽  
pp. 98-134 ◽  
Author(s):  
J. Tirole
Keyword(s):  
Common Good ◽  
Academic Research ◽  
Research Quality ◽  
Economic Research ◽  
Relevant Research ◽  
The Common ◽  
Verification Of Models ◽  
Science And Research

In the fourth chapter of the book “The economy of the common good”, the nature of economics as a science and research practices in their theoretical and empirical aspects are discussed. The author considers the processes of modeling, empirical verification of models and evaluation of research quality. In addition, the features of economic cognition and the role of mathematics in economic research are analyzed, including the example of relevant research in game theory and information theory.

The Identification of Competencies for Online Teaching Success

2012 ◽  
Vol 16 (1) ◽  
Author(s):  
Paula Mae Bigatel ◽  
Lawrence C. Ragan ◽  
Shannon Kennan ◽  
Janet May ◽  
Brian F. Redmond
Keyword(s):  
Online Teaching ◽  
Course Delivery ◽  
Attitudes And Beliefs ◽  
Online Faculty ◽  
Teaching Behaviors ◽  
Relevant Research ◽  
Teaching Tasks ◽  
Teaching Success ◽  
Critical Competencies ◽  
Level Of Importance

This exploratory study examined teaching behaviors, attitudes, and beliefs (referred to as tasks) that reflect potential competencies for online teaching success. In this study, teaching tasks are those tasks performed during course delivery. Based on faculty interviews and a review of relevant research, 64 teaching tasks were identified and included in 7-point Likert scale survey instrument. It was distributed to experienced online faculty and staff asking them to rate the level of importance of a list of teaching tasks and resulted in a sample of 197 responses. Of interest was the fact that over half of the teaching tasks had a rating of 6.0 on the 7-point scale and more than half of the tasks that were rated 6.0 or higher did not load into categories using factor analysis. Further examination of the results is required to determine why highly rated teaching tasks did not fall (load onto) into any factor. Results of the importance of the tasks will form the basis of faculty development efforts aimed at providing faculty with professional development in critical competencies to ensure online teaching success.

Four Ways Technology Has Negatively Changed Education

2019 ◽  
Vol 9 (4) ◽  
pp. 10-20
Author(s):  
Khadija Alhumaid
Keyword(s):  
Social Media ◽  
Social Interactions ◽  
Classroom Technology ◽  
Relevant Research ◽  
Reading And Writing ◽  
Internet Connection ◽  
Educational Environments ◽  
Technological Tools ◽  
Teachers And Students

Abstract Our experience with technology is a bitter-sweet one. We relish its presence in our lives, but we dread the effect it may have on our manners, attitudes and social interactions. We open the gates of our schools to all types of technological tools, yet we fear it may badly impact our students’ performance. This article investigates the ways through which classroom technology such as iPad, Internet connection, laptops and social media, impacts negatively on education. Relevant research has proven that technology could change education negatively through four paths: deteriorating students’ competences of reading and writing, dehumanizing educational environments, distorting social interactions between teachers and students and isolating individuals when using technology.

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